Online Learning Situations Research Articles

Study on a Flipped Learning-based Online Discussion Class Case and its Effectiveness

This study aims not only to search for how to apply ‘Flipped Learning’ to online learning situations, but also to prove its relevant effectiveness. In order to achieve the research goals, the study targeted foreign students studying in a domestic university and proposed a case in which Flipped Learning is applied to an online discussion class. The class was composed of three stages, namely Pre-learning, Learning in Progress and Advanced Learning. At the stage of Pre-learning, after acquiring the basic knowledge of culture which they are supposed to know as a university student, the learners autonomously understand a topic in the process of asking themselves questions. At the stage of Learning in Progress, after hearing a short lecture by a professor which addresses some of their questions, the learners get involved in problem-solving and discussion topic-analyzing Afterwards, the learners engage in a group discussion and share their results. At the stage of Advanced Learning, with feedback from the professor, the learners carry out a reflective evaluation and engage in self-evaluation journal writing, and finally internalize their learning results.</br>The study applied the learning method above mentioned for one semester, and verified its effectiveness by conducting a Korean language proficiency-based satisfaction survey on the learners. The findings show that for a majority of students this method helped them attain new knowledge and improved their debating abilities. However, when it came to the beginner learners, their lack of linguistic resources resulted in a decrease of their satisfaction with this program compared with the level of satisfaction found among the intermediate-post intermediate learners. We suggest that this problem be investigated further in following studies.

Students’ Perceptions on the Implementation of Online Learning in Pandemic Era

The implementation of online learning in Indonesia today becomes an alternative to the conventional learning because of the pandemic situation. However, it triggers some problems during the learning process. The problems exist because of various aspects. One of them is the way how the teachers implement the learning process. This research is aimed to investigate how students perceive the online learning implementation in higher education based on four categories (Planning Promotion, Education, Support Training, and Encouragement). It is descriptive-survey research using a questionnaire as the instrument to collect the data. The result shows various perceptions of students. The average students perceive: 1) implementation of online learning is well planned, 2) the lecturers are competent enough in implementing the online learning, 3) they got sufficient support during the online learning, and 4) the online learning situation encourages them in the learning process. This research result can be used as an evaluation for the stakeholders (lecturers and decision-makers) for the online learning implementation.

Techniques Self-Regulated Learning To Improve Self-Regulated Learning and Students' Learning Independence in Online Learning Situations Covid The -19

Ability Self-regulated learning and independent learning are needed for humans throughout their life. However, the students of SMP Sunan Ampel Porong do not yet have optimal learning independence. the study aims to improve self-regulated learning and increase the learning independence of Sunan Ampel Porong Junior High School students in online learning situations during the Covid-19, through the application of Self-Regulated Learning. This research uses experimental research, the method used is quasi-experimental research design with non-equivalent control group design. The research sample consisted of sixty-nine students of SMP Sunan Ampel Porong with two classes, the experimental class, and the control class. Data on self-regulated learning and learning independence of students were collected using observation, interviews, questionnaires, and document scrutiny techniques guidance instruments self-regulated learning. Furthermore, the data were analyzed quantitatively. Based on the post-test t-test of the ability Self Regulated Learning, it is known that the average learning outcomes of the experimental class are greater than that of the control class. From the table, it is known that the value of t count > t table. achievement scores' self-regulated learning in the experimental class and the control class. While the post-test t-test of learning independence of the experimental class is known to have an average learning outcome of the experimental class is greater than that of the control class. From the table, it is known that the value of t count > t table. It can be concluded that there are significant differences in the scores of students' independent learning outcomes in the experimental class and the control class.

Assessment Process in Teaching and Learning English in the Midst of Covid-19 Pandemic

The spread of Corona Virus Disease (COVID-19) made changes in education sector. The teaching and learning process change from blended learning into fully online learning. All the instructions are conducted fully online even the assessment, the important role in teaching and learning process, both the formative and summative assessment. The design of this study was Basic Interpretative Study. This study aimed to investigate the methods used by teachers in conducting the assessment as well as the challenges in doing assessment in fully online learning situation. High School English teachers were chosen to be the subject of this study. The results showed that teachers used E-portfolios, Self-assessment, and teachers’ feedback as the formative assessment and daily test, mid-terms test, final test in the forms of multiple choice, short answer, and essays, and final project as the summative assessment. However, teachers also found some difficulties in doing assessment in today’s online learning. Thus, the authorized government and other stakeholders are expected to hold seminar(s) or training(s) for teachers and provide appropriate services. Moreover, teachers are expected to enrich their assessment and digital literacy by joining seminar(s), webinar(s), or training(s).

Assessment Process in Teaching and Learning English in the Midst of Covid-19 Pandemic

The spread of Corona Virus Disease (COVID-19) made changes in education sector. The teaching and learning process change from blended learning into fully online learning. All the instructions are conducted fully online even the assessment, the important role in teaching and learning process, both the formative and summative assessment. The design of this study was Basic Interpretative Study. This study aimed to investigate the methods used by teachers in conducting the assessment as well as the challenges in doing assessment in fully online learning situation. High School English teachers were chosen to be the subject of this study. The results showed that teachers used E-portfolios, Self-assessment, and teachers’ feedback as the formative assessment and final test and final project as the summative assessment. However, teachers also found some difficulties in doing assessment in today’s online learning. Thus teacher were expected to enrich their assessment and digital literacy by joining seminar(s) or training(s).

Recognizing Predictors of Students’ Emergency Remote Online Learning Satisfaction during COVID-19

In order not to lose continuity in education during COVID-19, universities mainly found the solution in Emergency remote teaching. Student satisfaction with online learning experience is one of the measures of the excellence of learning practice. Our goal was to test the hypothesis that the predictors of students’ satisfaction with emergency remote online learning are their prior experience, attitude toward online learning, their motivation, aspects of the learning situation they value (expectations), and their digital competencies. For estimating students’ satisfaction, a survey was created and disseminated, resulting with 547 responses from students of engineering education. Results showed that all students had some experience with online learning platforms and MS Teams. Attitude toward online learning in this situation was neutral, as well as the level of motivation. Their expectations were relatively high in comparison to their satisfaction with all relevant aspects of the online learning situation, while their digital competency was rather perceived as advanced. Our results showed that the prediction of the emergency remote online learning satisfaction for engineering students can be achieved based on previous positive experience with learning platform, motivation for learning in a specific situation, the importance they put to the learning achievement, and their level of digital competency.

Pola Asuh Otoriter Yang di Terapkan Orang Tua Kepada Anak Usia Dini Saat Pembelajaran Daring

This research is motivated by the many outpouring of the parents' hearts in how to educate their children to have a personality that is characterized and independent and responsible when they grow up, especially now in online learning situations, parents are confused about how to apply the right learning parenting pattern in order to get results. according to expectations. This study aims to determine the effectiveness of parenting on the formation of children's character from an early age. This research was conducted using a descriptive method with a quantitative approach which was carried out by collecting data using a questionnaire. The research subjects were PAUD Guardians and RA Darul Muqomah Jember. The results showed that around 70% of respondents thought that authoritarian parenting is important in building character from an early age.

EMPHASIZING TEXT STRUCTURE STRATEGY INSTRUCTION TO SCAFFOLD 11TH GRADE STUDENTS’ READING COMPREHENSION

Reading and comprehending an English informational text, always becomes a burdensome activity for Indonesian students. This problem arises not only because of students’ low English language competency, but also insufficient application of traditional reading instruction that teachers teach in regular school. Therefore, this present study has aim to investigate the implementation of Text Structure Strategy as reading instruction to scaffold students’ informational text reading. Due to the COVID-19 outbreak, the learning process of text structure instruction in this study were conducted in the online learning situation. Researchers employed a qualitative case study design with observation as data collection technique. This study involved 33 participants of 11th-grade students on a class in SMA Negeri 1 Cibitung, West Java, Indonesia. Based on Braun and Clarke’s thematic analysis, the result describes that Text Structure Strategy instruction can scaffold learners informational text reading in two main activities, namely introducing the concept of Text Structure Strategy and teaching explicit instruction activity, precisely in modeling and guiding practice.

The relationship between online learning and eye strain in college students during the COVID-19 outbreak

Objective To describe online learning and eye strain situation of college students during the COVID-19 outbreak, to provide a scientific basis for guiding students' eye health. Methods A self-filled electronic questionnaire survey through questionnaire star was administered to college students across China. Information about online learning and eye strain of 1 046 college students during the epidemic was collected in Hefei, Anhui Province from March 16 to 20, 2020. The univariate and multivariate Logistic regression analysis were performed to analyze the association between online learning and eye strain of college students. Results The rate of eye strain during online learning was 72.1%, totally of 68.4% in 421 male students and 74.6% in 625 female students. Boys with online learning time Conclusion Female students, online learing time ≥ 8 h/d, slow internet access, difficult to understand class content were positively related with college students eye strain. Attention should be paid to the eye health of college students to reduce the adverse effects of online learning on vision.during the COVID-19 epidemic.

Analisis Minat Belajar Matematika Siswa Pada Pembelajaran Daring dikelas IV Sekolah Dasar

The background of this research was made after the arrival of the covid-19 virus outbreak which caused changes in the learning system. Interest has a great meaning in learning activities because interest has a very large role in supporting success. Someone will be successful when interested in something that is being studied and will automatically show their activeness in participating in learning. Therefore, it is important to find out around the categorization of students' interest in learning, especially in learning mathematics. This study uses a quantitative style with a quantitative descriptive method. The sample in this study was the fourth-grade elementary school students totaling 40 people. The descriptive method consists of describing students' interest in learning mathematics in the current online learning situation. The instrument used by researchers in collecting data is in the form of questionnaires and interviews. The study revealed that the online learning process was carried out using the WhatsApp application media. The use of WhatsApp is used to adjust the ability of teachers and school policy agreements. The learning process takes place quite effectively and is easy to reach by teachers, students, and parents. Then it is seen that the interest in learning mathematics in online learning is very diverse. There is very high interest in learning as many as 16 students (40%), quite high interest in learning as many as 18 (45%) students, high interest in learning as many as 5 (12.5%) and those who have a very low interest are 4 students (2,5%).

Types of Association between Maternal Parenting and Educational Support Using Latent Profile Analysis (LPA): Online Learning Situation of 1st Grade Elementary chool Students during the COVID-19 Pandemic

Types of Association between Maternal Parenting and Educational Support Using Latent Profile Analysis (LPA): Online Learning Situation of 1st Grade Elementary chool Students during the COVID-19 Pandemic

How COVID-19 kick-started online learning in medical education-The DigiMed study.

BackgroundThe coronavirus disease 2019 (COVID-19) pandemic led to far-reaching restrictions of social and professional life, affecting societies all over the world. To contain the virus, medical schools had to restructure their curriculum by switching to online learning. However, only few medical schools had implemented such novel learning concepts. We aimed to evaluate students’ attitudes to online learning to provide a broad scientific basis to guide future development of medical education.MethodsOverall, 3286 medical students from 12 different countries participated in this cross-sectional, web-based study investigating various aspects of online learning in medical education. On a 7-point Likert scale, participants rated the online learning situation during the pandemic at their medical schools, technical and social aspects, and the current and future role of online learning in medical education.ResultsThe majority of medical schools managed the rapid switch to online learning (78%) and most students were satisfied with the quantity (67%) and quality (62%) of the courses. Online learning provided greater flexibility (84%) and led to unchanged or even higher attendance of courses (70%). Possible downsides included motivational problems (42%), insufficient possibilities for interaction with fellow students (67%) and thus the risk of social isolation (64%). The vast majority felt comfortable using the software solutions (80%). Most were convinced that medical education lags behind current capabilities regarding online learning (78%) and estimated the proportion of online learning before the pandemic at only 14%. In order to improve the current curriculum, they wish for a more balanced ratio with at least 40% of online teaching compared to on-site teaching.ConclusionThis study demonstrates the positive attitude of medical students towards online learning. Furthermore, it reveals a considerable discrepancy between what students demand and what the curriculum offers. Thus, the COVID-19 pandemic might be the long-awaited catalyst for a new “online era” in medical education.

Analisis Tanggung Jawab Belajar Siswa dalam Model Pembelajaran E-Learning di Kelas III SDN Mekarsari I Kabupaten Tangerang

Elementary School which conducts basic education is an educational institution that organizes educational programs as a basis for student preparation that can be used for higher. Responsibility on learning somehow become important for students in an online learning situation for elementary school students. This research was conducted to analyze the learning responsibility of students in the Mekarsari I public elementary school, Tangerang district. This research uses a qualitative approach with a case study method. The subjects of this study were teachers and students. Through research instruments in the form of observation sheets, interview sheets, and student questionnaires, researchers conducted research in class III with a total of 36 students. The results showed that learning responsibilities such as doing assignments on time and being responsible for the rules that apply in the school of students in the e-learning model in class III Mekarsari I public elementary school was good enough. Because every time students did learning they were responsible according to what was done and according to their abilities with the help of the role of teacher and parents and the role of students learning public elementary school although not optimal or not always perfect.

Understanding Learning Environments, Personality, and Proctoring During Mandatory Remote Delivery

To evaluate students’ online learning environments, the relationship between personality and online learning success, and students’ perceptions about online proctoring during mandatory remote delivery due to the pandemic, students responded to an online survey. Learning environments generally included houses and rarely included on-campus housing. The specific room type was predominantly the bedroom. Only conscientiousness was related positively to anticipated semester GPA. The positive relationship between anticipated and overall GPA supports the notion that more conscientious students tend to be successful in online learning situations, as online education was rated as slightly ineffective. A majority of students did not see a need for online proctoring due to the inability or time required to search for materials, which would only harm one’s performance. There is a need to research further the impact of the study environment, relationship of the students’ personality to learning success, and consequences of online proctoring during remote learning.

STUDENTS’ PERCEPTION TOWARDS THE IMPLEMENTATION OF ONLINE FORMATIVE ASSESSMENT IN ENGLISH LEARNING

The Indonesian government policy due to the emergence of the COVID-19 pandemic requires all students and teachers to carry out the learning process online. Starting from various learning strategies to the assessment process must be carried out by applying an online system. In line with this policy, this study was conducted with the aim of investigating the implementation of one type of assessment, namely formative assessment in online learning situations. This study focuses on students’ perceptions of the implementation of formative assessment in English learning. By using a mixed-method research design, data collection was carried out through survey and interview methods. The samples of this study were 215 students of a Junior High School in Bali, Indonesia and involved 8 students from the entire sample as participants in the interview. The survey results showed that students had a positive perception of the implementation of online formative assessment. This is also supported by information obtained in the interview process, in which students feel that this type of online formative assessment is comfortable to carry out, especially because of the use of simple and easy tools. In addition, students also feel that there are things that make online formative assessment less effective, such as the unavailability of feedback which also causes students to be less interested in this type of assessment. Through this study, it is hoped that it can provide various information for students and teachers for the purpose of improving the quality of the implementation of formative assessment in English learning.

Teacher Constraints in Preparing Lesson Plan through Google Classroom at SMA Negeri 1 Kediri: A Qualitative Study

Implementing an effective teaching and learning process with the integration of online learning platform is important for the teachers, in order to maximize the online teaching and learning situation. In this case, this study aimed at investigating the constraints found in SMA Negeri 1 Kediri in preparing lesson plan through Google Classroom. The researcher chosen SMA Negeri 1 Kediri in Tabanan Regency, Bali. In SMA Negeri 1 Kediri, Google Classroom is one of the most frequently used platforms based on the result of the pre-observation stage. Based on the pre-observation, it was found that a lot of the student have used smartphone, especially 11th grade students, which is related to the current situation (online learning). This study uses qualitative design as the design of the study, with the qualitative data as the results. The data of teachers’ constraints in preparing lesson plan are collected by using questionnaire consisted of 20 items, in which the questionnaire related to the 5 aspects of lesson plan, such as: 1) constraints in the aspect of learning objectives, 2) constraints in the aspect of learning materials, 3) constraints in the aspect of learning activities, 4) constraints in the aspect of learning media and sources, and 5) constraints in the aspect of learning assessment. As the result, it was found that there are some constraints found, such as: 1) the online learning media is only an intermediary for students in collecting their work, 2) the online learning media that only used to submit assignments, 3) the difficulties in judging the actual work of students from these activities, 4) the online learning platform which is only used to convey material, and 5) the assessment types and techniques cannot be clearly assessed from these activities. Thus, the observable problems found has to be solved by the teacher through mastering the five aspects of lesson plan, in order to be adapted with the dynamic teaching and learning situation.

Online Learning during COVID-19 Pandemic in Rwanda: Experience of Postgraduate Students on Language of Instruction, Mathematics and Science Education

The COVID-19 pandemic has affected human life at different levels and is still a tremendous challenge for all sectors of life without exception to education. To cope with those COVID-19 effects in education, online teaching and learning was adopted. This study throws light on online learning situation in higher education in Rwanda. The study is geared by interpretivist approach. Data were collected in a series of online individual interviews and focus group discussions with twenty master students from different subjects offered by the African Centre of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS). The gathered data were analysed thematically. The study revealed communication platforms, ICT infrastructures and software, and online resources as opportunities for online learning. Despite learners’ willingness to play their part in online learning, the study further brought to light numerous challenges of learning mathematics and science such as absence of practical activities, inadequate support for structured exercises, few open resources and inadequate access to online resources. Limited internet connectivity, English proficiency coupled with insufficient collaboration among students and with facilitators were reported as limitation too. Since online mode of instruction was adopted for effective blended learning, its adjustment and adaptation are needed to grab the identified opportunities and cautiously address the identified challenges.

Overview of the Theoretical and Empirical Bases of Social Literacy Development for Adolescents

The technological developments associated with the modern era have led to dynamic social literacy changes in adolescents. This concept has led to studies on various theoretical perspectives, and its integration into the school curriculum has been encouraged by governments from several countries. However, social literacy is a complicated idea in practice because it comprises considerable theoretical, practical, and ethical challenges. Therefore, this study provides a better understanding of the social literacy complexity by summarizing the main perspectives or existing social literacy practices in the field. It also identifies key aspects in a particular concept of social literacy and explains the process associated with its formulation by several literacy educators. The results showed that educators can use an alternative approach, strategies, or learning models to develop new values, norms, and habits for adolescents in online learning situations, especially during the COVID-19 pandemic. © Common Ground Research Networks, Poerwanti Hadi Pratiwi, Sugito, Zamroni, Some Rights Reserved, (CC BY-NC-ND 4.0).

EXPLORING RURAL TEACHER’S CHALLENGES WITH COMPULSORY TECHNOLOGY-BASED PEDAGOGY: INTRODUCTION OF COVI-19 RELATED EDUCATIONAL PARADIGM

This pandemic caused fear and anxiety as it brought the world to uncharted waters. In South Africa Covid-19 regulations resulted in a temporary closure of schools responding to social distancing. Schools had to resort to blended learning which combines face-to-face teaching and online teaching. To avoid loss of learning time that meant total cancellation of an academic year, schools had to turn to the technology-based system that could be effective in a digitally developed environment. This paper sought to explore the challenges rural teachers are facing within this new arrangement for teaching and learning as some lack basic computer skills and facilities to handle the Covid-19 aftermath. The main objective of the study was to find out how rural teachers were able to handle the online teaching and learning situation. A mixed-method approach was employed to be able to conduct telephonic interviews (to avoid face to face) as they are typically more probing and open-ended and a short standard telephonic questionnaire, with responses, recorded. Purposive sampling was employed to select fifteen teachers from fifteen different rural high schools of the district to respond to a telephonic interview and five teachers to respond to a short telephonic questionnaire. Content analysis was employed to analyse audio recordings and field notes. The findings indicated that due to the lack of computer skills, most teachers worked under a stressful environment in the Covid-19 period. Therefore, the study recommends the training of in-service teachers on how to use blended learning methods of teaching and learning. Another recommendation is that curriculum planners should include a compulsory module for pre-service teachers on all forms of technology-based pedagogies.

Innovative Design of Online Teaching Based on the Theory of Learning Sciences: Taking the Course “Preschool Pedagogy” of Adult Colleges as an Example

The sudden outbreak of COVID-19 not only fully shows the extreme importance and bright future of technology-based online education, but also fully exposes various problems existing in the original various online teaching systems. Practice indicates that it is extremely urgent to use the theory of learning science to scientifically innovate the curriculum design of adult colleges. Therefore, we must make full use of the latest research results of the theory of learning sciences actively create a variety of online learning situations, vigorously enhance the fun of online learning, and constantly stimulate students’ learning motivation. Only in this way can we truly solve the current problems in online teaching.